The intra-active production of normativity and difference

Hove

et al. 2019

Qualitative Inquiry

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In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are made in inclusive classrooms. It opens the possibility of moving away from thinking in terms of individual accountability toward an intra-active exploration of the ethics of such encounters.

Section: Introductionmentioning

confidence: 99%

Violent Life in an Inclusive Classroom: Come on, Read, Peter! Moving From Moral Judgment to an Onto-Epistemological Ethics

Putte

Hove

et al. 2019

Qualitative Inquiry

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“…Our project is one of opening up to the ways 'we are different and multiple in ourselves' (Gregoriou 2001, 146). We circled around this project in several collective biographies , De Schauwer et al, 2016 and our engagement with poststructural and new materialist theories.…”

Section: Embodying the Monstermentioning

confidence: 99%

Shildrick’s monster: exploring a new approach to difference/disability through collective biography

Putte

Claes

et al. 2016

Disability & Society

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1 Throughout this paper we have adopted the linguistic device of joining difference with disability in this way. We cannot abandon the category 'disability' as it is still necessary for the political work that needs to be done to establish the rights of people with disabilities, we nevertheless would like to continually combine that necessity of the category, with all its essentialising dangers, with 'difference' and so flag the poststructuralist move toward emergent multiplicity that moves beyond binary thinking. 2 AbstractWorking with memories generated in a collective biography workshop on difference/disability and drawing in particular on Shildrick's (2002) analysis of monstrosity, this paper analyses the ambivalent processes through which difference is othered and abjected. It argues that through the process of abjection we disown for ourselves whatever qualities are being categorised as monstrous, with negative effects not just on the other, but also on the self. We look at the ambivalence of 'reclaiming the monster'. The paper opens up an alternative of expanding the possibilities of being by focusing not on difference as categorical otherness, but rather difference as movement, as differenciation, or becoming.

“…From a poststructuralist perspective, the act of rebelling against one's positioning from within a subordinated category is to solicit such a becoming, such a transformation. It is a petition in relation to the other and involves complex questions of ethics and responsibility (Davies 2008;De Schauwer et al 2018). Human existence, in this conception of it, is both interdependent and emergent, and demands of us life-giving acts of acknowledgement, wit(h)-nessing and response-ability.…”

mentioning

confidence: 99%

“…Thinking our way out of and beyond the binary categories that constrain us, which offer to some an (albeit precarious) human existence, and to others, savagely limited access, is not solely a task for those placed in the subordinated category of the ability/disability binary, though they often do most of the heavy lifting (De Schauwer et al 2016;De Schauwer et al 2018). It was the same in the feminist struggle.…”

mentioning

confidence: 99%

Desiring and critiquing humanity/ability/personhood: disrupting the ability/disability binary

Daelman

Vandenbussche

et al. 2020

Disability & Society

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The authors take up the challenge of Goodley and Runswick-Cole's call to dismantle the ability/disability binary such that those now called 'disabled' can unproblematically join the ranks of those who will be counted as human. Using the methodology of collective biography, the six authors explore their own memories of becoming abled, and find in those memories a similar pattern of desire for, and critique of, humanness that Goodley and Runswick-Cole found in the participants in their own study, participants who were categorised as intellectually disabled. We turn to post philosophies to further develop the vocabularies through which the meaning of human can be expanded to include those who are currently viewed as less-than-human or other-to-human in their difference from the norm.